{"id":182665,"date":"2018-02-20T23:50:30","date_gmt":"2018-02-20T23:50:30","guid":{"rendered":"https:\/\/writemyessayfree.com\/application-using-grounded-theory"},"modified":"2018-10-24T09:14:15","modified_gmt":"2018-10-24T09:14:15","slug":"application-using-grounded-theory","status":"publish","type":"post","link":"https:\/\/www.benedictsol.com\/blogs\/application-using-grounded-theory\/","title":{"rendered":"Application\u2014Using Grounded Theory"},"content":{"rendered":"<p>Assignment 1: Application\u2014Using Grounded Theory<br \/> Using your identified phenomena from Module 1, create a qualitative research design using the grounded theory approach. Identify the following:<br \/> 1. Research question<br \/> 2. Sample<br \/> 3. Data collection method (interview, survey, observation, etc.)<br \/> Post your assignment, saved as R7035_M4_A1_Lastname_FirstInitial.doc to the Discussion Area by by Friday, May 27, 2016. Respond to at least two other classmate\u2019s response before the end of the week.<br \/> All written assignments and responses should follow APA rules for attributing sources.<br \/> Assignment 1 Grading Criteria Maximum Points<br \/> Responded to all parts of the discussion question applying information from lectures, readings, and used vocabulary relevant to the current week\u2019s topics. 5<br \/> Responded to at least two peers and participated in the discussion by asking a question, providing a statement of clarification, providing a point of view with rationale, challenging a point of discussion, or making a relationship between one or more points of the discussion. Demonstrated ability to respond to peers in a sensitive and respectful manner. 5<br \/> Justified ideas and responses by using appropriate examples and references from texts, or the Argosy University Online Library. Followed APA rules for attributing sources. 15<br \/> Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources, displayed accurate spelling, grammar, and punctuation. 4<br \/> Total: 29<br \/> ________________________________________<br \/> Use the Respond link to post responses and materials that pertain to this assignment. Use the Respond link beneath any existing postings to respond to them.<br \/> Assignment 1: Application\u2014Using Grounded Theory<\/p>\n<p>Respond<br \/> This section lists options that can be used to view responses.<br \/> Collapse All<br \/> Print View<br \/> Show Options<br \/> Responses<br \/> Responses are listed below in the following order: response, author and the date and time the response is posted.<br \/> Sort by Response<br \/> Sort by Author<br \/> Sort by Date\/Time*<br \/> (an instructor response)<br \/> What is Grounded Theory?<br \/> Dr Oestmann<br \/> 5\/2\/2016 12:59:25 PM<\/p>\n<p>What is Grounded Theory?<\/p>\n<p>Module 4 Overview<br \/> Welcome to week 4 you are half way there and I am sure some of the concepts are beginning to fall into place for you as you begin to look at the whole picture, all the assignment for all 8 weeks connected, all the tips and posts I am making to help connect things for you to make your life easier and to help you ask the bigger questions, critically think, and to look at what is ahead not just in front of you. Keep critically thinking! Ask the open-ended bigger questions, look at how this class can not only teach you qualitative methodology but how you can learn to open your mind to many possibilities\/realities, how you can answer your own questions and concerns by looking at the evidence in front of you (tips, announcements, questions and answers, grading rubrics, comments, support, and encouragement all guiding you to not find ONE concrete answer for your question but to see the many realities! If you feel you found the answer you have missed the broad nature of finding and exploring many different stories and realities to gather data (words) for evaluation and analysis.<br \/> You have to be willing to take chances, to research things on your own, to find answers and solutions and to learn from every single faculty member you come in contact with (and each of our realities and experiences) to piece together strengths you need to succeed in this degree program, as a doctoral candidate, and utilizing a doctorate degree in the future.<br \/> TO ALL ~ What is Grounded Theory?<br \/> Many may think they have a Grounded Theory study and do not. This is the least likely qualitative approach anyone would have. It means you have reviewed ALL theories associated with a topic (Theories such as Freud\u2019s theory of psychoanalysis and all other theories of analysis from that time to present; Erikson\u2019s Psychosocial stages of development and all other developmental theories from then until present and their origins; Bowlby\u2019s attachment theory and all other attachment theories until present and their origins; management and leadership theories on success, retention etc., and related topics in the field. There are theories in the literature on everything grounded from an original theory (which we will review in the discussions). This means you have 50+ pages from a literature review (Chapter 2 of your dissertation) from the current research (last 5-7 years) analyzing and evaluating each theory step by step. It means you then have identified a \u201cGAP\u201d in the literature and propose a \u201cNew Theory\u201d be developed and have support for that from the research. Less than .1% of any students ever develop a Grounded Theory study or have a New theory like Dr. Freud\u2019s to propose. It is very difficult, it is very long, and it is very hard to for anyone to defend. Trust me, no one in this class has a Grounded Theory Study. All studies and phenomenon being discussed are either case study or phenomenology methodology so stay focused on that.<br \/> Again, all studies in this class that have been discussed have been case study methodology or phenomenology. Review these qualitative approaches and look at what is specifically required from Research texts books on these methodologies not from class lecture notes. This will save you tons of time when you actually get to the dissertation process and think you have something and you have to start all over.<br \/> Welcome to week 4 and the world of Grounded Theory! Be advised this methodology is not often used, is not recommended for the dissertation process and is a very long and difficult road to navigate. It is good to know the foundations and what it is however as it helps you see how \u201ctheory\u201d guides what you choose to do. This week, take away, a supportive theory from your field of study that would support, be the backbone of, your research question(s) and support the significance of your study.<\/p>\n<p>Grounded Theory is not something you are likely to ever do\u2026..<br \/> Grounded Theory is \u2026.not something you are likely to do. This is not suitable for a dissertation and takes a very long time.<br \/> This is not a figure it out as you go theory. Read my posts on what it actually is\u2026.<br \/> If you are doing a quantitative dissertation more than likely you will be doing survey methods (find a valid and reliable survey tool to measure something, create variables, find a population that is assessable to gather the data at one time like a conference, meeting, etc.).<br \/> If you are doing a qualitative methods dissertation most like you will be dong a phenomenology study (only one set of data is needed; interviews).<br \/> The goal of a dissertation is to show your expertise in one methodology and topic area. It is not to be creative, make things really complicated (mixed methods). What is the only \u201cgood\u201d dissertation? A DONE dissertation.<br \/> Be mindful of the time it takes to do things, the amount of time the \u201cprocess\u201d takes for approvals, reviews, permissions, and how much time and money you want to spend on this\u2026.<br \/> Dr. Jo<br \/> TO ALL ~ For this grounded theory exercise you would word your work this way:<br \/> After reviewing all the peer reviewed research and published dissertations on _____________________the theory that stands out on this topic is________________________. The GAP in the research presented is________________________and I propose to explore this as a \u201cNew Theory\u201d to contribute to the field of ______________________.<\/p>\n<p>I\u2019m looking for your understanding and ability to distinguish this from case study and phenomenology. Using my wording and templates like in case study and phenomenology will guide you to understand the differences in these methodologies.<br \/> Grounded Theory does not require any subjects, but does require analysis from which to posit a new theory.The Lit Review must be extensive (60+ pages) and you must make a case for why the existing theories are lacking. Process includes human actions\/interactions and consequences leading to a new proposed theory that currently do not exist. Data collection must include triangulation of data (3 sources) for validity &amp; reliability of conclusions. Coding of data into groups and categories identifying interrelationships and continued interweaving of data. Strong analysis, evaluation, and synthesis needed to construct a proposed new theory from the categories and interrelationships.<\/p>\n<p>Grounded Theory Example<br \/> My grounded theory example is Italian cooking\u2026..I want to read EVERY Italian cookbook, talk to every Italian Chef, Read everything I can in the research about authentic Italian cooking and ingredients and find what is \u201cmissing\u201d in the world in print on Italian cooking.*Follow this example and at the end state you understand how complicated grounded theory is that is all you need to do this week to earn the points associated with this in the grading rubric.<br \/> After reviewing all the peer reviewed research and published dissertations on Italian Cooking the theory that stands out on this topic originates in Coltibuono culinary tradition established by Lorenza de Medici &amp; Organic Tuscany Cooking.<br \/> The GAP in the research presented is Authentic Organic Italian cooking without gluten and dairy\u2026.So I propose this new theory: \u201cA Grounded Theory Study: Authentic Organic Italian Cooking Without Gluten and Dairy\u201d which will be a contribution to the culinary arts. I will not have participants for this study and will collect data from: Tuscany Cooking Classes, field notes &amp; observations of Chefs at the Tuscany School of Culinary Arts.<br \/> Grounded Theory does not require any subjects, but does require analysis from which to posit a new theory.<br \/> The Lit Review must be extensive (60+ pages) and you must make a case for why the existing theories are lacking. Process includes human actions\/interactions and consequences leading to a new proposed theory that currently do not exist.<br \/> Data collection must include triangulation of data (3 sources) for validity &amp; reliability of conclusions. Coding of data into groups and categories identifying interrelationships and continued interweaving of data. Strong analysis, evaluation, and synthesis needed to construct a proposed new theory from the categories and interrelationships.<\/p>\n<blockquote data-secret=\"86shBoyYGS\" class=\"wp-embedded-content\">\n<p><a href=\"http:\/\/www.italianfoodforever.com\/italian-cooking-schools\/\">Italian Cooking Schools<\/a><\/p>\n<\/blockquote>\n<p><iframe loading=\"lazy\" class=\"wp-embedded-content\" sandbox=\"allow-scripts\" security=\"restricted\" style=\"position: absolute; clip: rect(1px, 1px, 1px, 1px);\" src=\"https:\/\/www.italianfoodforever.com\/italian-cooking-schools\/embed\/#?secret=86shBoyYGS\" data-secret=\"86shBoyYGS\" width=\"570\" height=\"321\" title=\"\u201cItalian Cooking Schools\u201d \u2014 Italian Food Forever\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\"><\/iframe><\/p>\n<p>All the best, Dr. Jo<\/p>\n<p>Respond<\/p>\n<p>Application\u2014Using Grounded Theory<br \/> Shirley Layne<br \/> 5\/25\/2016 7:41:11 AM<\/p>\n<p>Application\u2014Using Grounded Theory<br \/> Shirley Layne<br \/> Argosy University<br \/> Phoenix Arizona<br \/> The Phenomenon<br \/> The Phenomenon \u2013 \u201cMy experiences as a substitute teacher helped me to be able to observe disruptive students at schools. Disruptive students at schools is a phenomenon in America. The present issue with disruptive students at schools was the confrontation of a school resource officer and a disruptive student at a school in South Carolina\u201d in (Layne, 2016).<br \/> After reviewing all the peer reviewed research and published dissertations on disruptive students in schools the theories that stands out on this topic are social theories and intergroup contact theory. The social theory that stands out on this topic originates in A Construction of Bullying in a Primary School in an Underprivileged Community: An Ecological Case Study established by Timm and Eskell-Blokland. The intergroup contact theory that stands out on this topic originates When Might Peer Aggression, Victimization, and Conflict Have Its Largest Impact? Microcontextual Considerations established by Nishina and Bellmore. The GAP in the research presented is peer victimization as a factor that contributed to incidents of students\u2019 disruptive behaviors at schools and so I propose to explore this as a \u201cNew Theory\u201d to contribute to the field of social psychological theory. The concept to write on the grounded theory sample was taken from (Oestmann, 2016.p.1).<br \/> The Research Question<br \/> The Research Question: Is the exploration of how the impact of a disruptive student at a school in South Carolina made a school resource officer confront the disruptive student and the incident reached national awareness on disruptive students at schools in America?<br \/> Grounded Theory Example<br \/> Grounded Theory Example<br \/> My grounded theory example is peer victimization as a factor that contributed to incidents of students\u2019 disruptive behaviors at schools. I want to read every book and study on peer victimization, talk to a school resource officer, read everything I can in the research about peer victimization and find out what is \u201cmissing\u201d in the world in print on peer victimization. The concept to write on the grounded theory sample was taken from (Oestmann.2016.p.1).<\/p>\n<p>The Sample<br \/> The Sample \u2013 1 school resource officer.<\/p>\n<p>The Data Collection Method<br \/> The Data Collection Method \u2013 \u201cThe data collection will be 3 sources, the<br \/> 1. \u201cI will do an interview\u201d (myeclassonline.com) with the resource officer;<br \/> 2. Review the resource officer\u2019s issues with disruptive students at the school from school logs. \u201c[(transcripts )]\u201d (myeclassonline.com) and camera recordings of incidents with disruptive students \u201c[(video of interviews)] from the last 20 years\u201d (myeclassonline.com);<br \/> 3. Physical observations of the resource officer at work at the school in Layne, (2016).<br \/> The data collection has a triangulation of data (3 sources) for validity &amp; reliability of conclusions. \u201cData collection must include triangulation of data (3 sources) for validity &amp; reliability of conclusions. Coding of data into groups and categories identifying interrelationships and continued interweaving of data. Strong analysis, evaluation, and synthesis needed to construct a proposed new theory from the categories and interrelationships\u201d (Oestmann, et al., 2016.p.1).<br \/> I understand how complicated grounded theory is.<\/p>\n<p>Module 4 Overview<\/p>\n<p>A third approach to qualitative research is grounded theory. This approach was first developed by Barney Glaser and Anselm Strauss. In grounded theory, the researcher begins with a topic or area of study, but no preconceived idea of what may result from the research. Theory is allowed to develop as the research proceeds. In this approach, theory is grounded in field research and successive field observation is analyzed in conjunction with previous observations. According to Strauss and Corbin (1998), \u201cGrounded theories, because they are drawn from data, are likely to offer insight, enhance understanding, and provide a meaningful guide to action\u201d (p. 12). In addition, observation skills will be discussed. These skills will be used In Module 5 as part of the Field Observation project.<br \/> Strauss, A., &amp; Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage<\/p>\n<p>Grounded Theory<\/p>\n<p>Grounded theory does not seek to prove or disprove a predetermined hypothesis, which is commonly found in quantitative research. Rather, as information is gathered, theories are developed from the ground up. This inductive approach is unique to qualitative inquiry. By examining the pieces, a picture begins to emerge from the collected data. Researchers then collect and examine additional information, code and analyze it, and gradually identify a working theory.<br \/> As with previous qualitative approaches, coding is an important element in data collection and analysis in grounded theory. Three types of coding are used in grounded theory research, open coding, axial coding, and selective coding. Open coding is the initial identification of general themes. The next step is axial coding, which includes assigning categories and subcategories to the data. The final step is selective coding where identification of specific core categories is made.<br \/> Certain skills and attributes are needed to conduct grounded theory research. According to Strauss and Corbin (1998, p. 7), they are:<br \/> 1. The ability to step back and critically analyze situations<br \/> 2. The ability to recognize the tendency toward bias<br \/> 3. The ability to think abstractly<br \/> 4. The ability to be flexible and open to helpful criticism<br \/> 5. Sensitivity to the words and actions of respondents<br \/> 6. A sense of absorption and devotion to the work process.<br \/> Strauss, A., &amp; Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd ed.). Thousand Oaks, CA: Sage<br \/> Examples of Grounded Theory<\/p>\n<p>Grounded theory researchers begin with a question, or series of questions about a particular research scenario. These questions guide the researcher and help to frame the context of the study and the collection of data. The following are examples of grounded theory research questions in education, psychology, and business:<br \/> Education:<br \/> 1. What was the experience of school for young people who left school early?<br \/> 2. How did the school context impact on their wellbeing?<br \/> 3. How has their decision to leave school early impacted on their wellbeing? (Lee &amp; Breen, 2007)<br \/> Psychology:<br \/> [What was] the experience of both patients on MDRT and their health care providers, including their perceptions of what the challenges are, what helps people stay on treatment, and what each person\u2019s role is in the treatment process? (Alfonso, Toulson, Bermbach, Erkine, &amp; Montaner, 2009)<br \/> Business:<br \/> What are the career experiences of women with sensory and physical disabilities who have achieved vocational success? (what does it look like) (Noonan, Gallor, et al., 2004)<br \/> Alfonso, V., Toulson, A., Bermbach, N., Erkine, Y., &amp; Montaner, J. (2009). Psychosocial issues influencing treatment adherence in patients on multidrug rescue therapy: Perspectives from patients and their health care providers. AIDS Patient Care &amp; STDs, 23(2), 119-126.<br \/> Lee, T., &amp; Breen, L. (2007). Young people\u2019s perceptions and experiences of leaving high school early: An exploration. Journal of Community &amp; Applied Social Psychology, 17, 329-346.<br \/> Noonan, B. M., Gallor, S. M., et al. (2004). Challenge and success: A qualitative study of the career development of highly achieving women with physical and sensory disabilities. Journal of Counseling Psychology, 51(1), 68-80.<\/p>\n<p>Observation Skills (1 of 2)<\/p>\n<p>In qualitative research, there are two very broad categories of observation, i.e., participant observation and non-participant observation. Participant observation, particularly in ethnographic research, is usually one among multiple methods of gathering data. In addition to observation, the researcher may also utilize interviews, documents, and artifacts to collect information.<br \/> The difficulties and barriers involved in conducting a study using participant observation are significant. The researcher must find a way to gain access to, and in some cases, join a social group that is usually from a different culture. The researcher will sometimes obtain \u201ckey informants\u201d who can assist introduction and gain access to the group. The transition from outside researcher to insider is a difficult transition that must be built upon trust. Even once accepted, there may continue to be ethical issues related to intruding into the private lives of those being studied.<br \/> Participant observation can be thought of on a continuum, which at one end puts the researcher as a complete \u201coutsider\u201d to the culture-sharing group being studied, to being an \u201cinsider\u201d at the other end of the continuum. Non-participant observation typically entails using observational methods and skills without direct interaction with those being studied. In ethnographic studies, the researcher may report information from the views of the informants (emic), or may report from his or her personal point of view (etic). The qualitative researcher will need to decide if the stance is taken from the inside or outside, as participant or observer, or some combination of both.<br \/> For many, one of the more attractive features of doing qualitative research is the opportunity to be creative. Particularly in the conduct of making observations, the qualitative researcher may want to use all the senses of sight, hearing, touch, taste, and smell as vehicles of data collection. Although sight and sound are the most commonly used senses in conducting interviews and observations, the other senses are also conduits of consciousness which can be harvested for their contributions to understanding. Rich, detailed observations can provide the reader with a feeling of having been there. This sensation of familiarity is the ultimate goal of providing \u201cthick description\u201d in writing up observations. As with reflexivity, where the researcher needs to be aware of their own values and biases, the researcher also needs to be in tune with their own senses when conducting observations. This subjectivity of the researcher\u2019s perspective, quite different from that of the quantitative researcher, is something to be acknowledged, understood, and appreciated.<br \/> Observation Skills (2 of 2)<\/p>\n<p>Observer and Observed: Unity and Separation<br \/> An important awareness that qualitative researchers tend to recognize is that the process of observation affects that which is being observed. In other words, it is understood that there is an unavoidable interdependence between the observer and that which is observed. Self-awareness and awareness of others are the foundations for this understanding. As a qualitative researcher, you must remain self-reflective. You must continuously recognize throughout the research process, and in some cases even long after the study is over, that your involvement and immersion in the study has affected those being studied, your findings, and yourself. Ever more frequently, the self-disclosure of these possible effects is included in the methods section of the research study. Ethical issues that come into play in these circumstances will be addressed in subsequent lectures.<br \/> As a qualitative researcher doing fieldwork, you will likely find yourself in the throes of an interesting dilemma. On the one hand, you are often interested in getting as immersed as possible in your research topic, and as close to your research participants as appropriate. On the other hand, it\u2019s necessary to be clear that your role is to do research. It\u2019s important for you to recognize that the participants in the study are also observing you. The resolution of this dilemma rests in your ability to be as involved as possible in the relationships within the research setting, while maintaining awareness that your role as researcher is clearly defined by the purpose of your research activities.<br \/> Module 4 Readings and Assignments<br \/> Complete the following reading early in the week:<br \/> \u2022 Module 4 online lectures<br \/> \u2022 From your course textbook, Qualitative inquiry &amp; research design, read the following chapters:<br \/> o Introducing and focusing the study<\/p>\n<p>READINGS:<br \/> 6 Introducing and Focusing the Study<\/p>\n<p>The beginning of a study, I have often said, is the most important part of a research project. If the purpose of the study is unclear, if the research questions are vague, and if the research problem or issue is not clearly identified, then a reader has difficulty following the remainder of the study. Consider a qualitative research journal article that you have recently read. Did it read quickly? If so, that is usually an indication that the study is well tied together: The problem leads to certain research questions, and the data collection naturally follows, and then the data analysis and interpretation relate closely to the questions, which, in turn, help the reader to understand the research problem. Often the logic is back and forth between these components in an integrated, consistent manner so that all parts interrelate (Morse &amp; Richards, 2002). This integration of all parts of a good qualitative introduction begins with the identification of a clear problem that needs to be studied. It then advances the primary intent of the study, called the purpose of the study. Of all parts of a research project, the purpose statement is most important. It sets the stage for the entire article and conveys what the author hopes to accomplish in the study. It is so important, I believe, that I have scripted out a purpose statement that you might use in your qualitative project. All you need to do is to insert several components into this statement to have a clear, short, and concise qualitative purpose statement that will be easy for readers to follow. Then, the qualitative research questions extend and often narrow the purpose statement into questions that will be answered during the course of the study. In this chapter, I will discuss how to compose a good problem statement for a qualitative study, how to compose a clear purpose statement, and how to further specify the research through qualitative research questions. Moreover, I will suggest how these sections of an introduction can be adjusted to fit all five of the approaches to qualitative inquiry addressed in this book.<br \/> QUESTIONS FOR DISCUSSION<\/p>\n<p>\u2022 How can the problem statement be best written to reflect one of the approaches to qualitative research?<br \/> \u2022 How can the purpose statement be best written to convey the orientation of an approach to research?<br \/> \u2022 How can a central question be written so that it encodes and foreshadows an approach to qualitative research?<br \/> \u2022 How can subquestions be presented so that they subdivide the central question into several parts?<\/p>\n<p>THE RESEARCH PROBLEM STATEMENT<\/p>\n<p>How does one begin a qualitative study? Have you realized that all good research begins with an issue or problem that needs to be resolved? Qualitative studies begin with an introduction advancing the research problem or issue in a study. The term problem may be a misnomer, and individuals unfamiliar with writing research may struggle with this writing passage. Rather than calling this passage the \u201cproblem,\u201d it might be clearer if I call it the \u201cneed for the study\u201d or \u201ccreating a rationale for the need for the study.\u201d The intent of a research problem in qualitative research is to provide a rationale or need for studying a particular issue or \u201cproblem.\u201d This research problem discussion begins a qualitative study. But the actual research problem is framed within several other components in an opening paragraph in a good qualitative study. Here I want to analyze what these opening paragraphs might look like and to illustrate how they might be tailored to fit one of the five approaches.<\/p>\n<p>Consider designing an introduction to a qualitative study. First examine in Figure 6.1 the model that I designed for a multiple case study of teen smoking in high schools. In the marginal notes on the left of this passage, you will see several topics that characterize content advanced in this introduction. My ideas for structuring a good introduction came from early study of opening passages in good research articles (see Creswell, 2009). I felt that implicit within good introductions was a model or template that authors were using. I called this model a \u201cdeficiencies model of an introduction\u201d (Creswell, 2009, p. 100) and referred to it by this name because it centered on deficiencies in the current literature, and how studies were crafted to add to a body of literature. I know now that qualitative studies not only add to the literature, but they can give voice to under-represented groups, probe a deep understanding of a central phenomenon, and lead to specific outcomes such as stories, the essence of a phenomenon, the generation of theory, the cultural life of a group, and an in-depth analysis of a case. You will see in Figure 6.1 the five elements of a good introduction: the topic, the research problem, the evidence from the literature about the problem, the deficiencies in the evidence, and the importance of the problem for select audiences. Added as a final sixth element in this statement would be the purpose statement, a topic to be covered shortly in this chapter.<\/p>\n<p>These components of a good introduction are as follows:<\/p>\n<p>1. Begin with sentences or a paragraph that creates reader interest and that advances the topic or general subject matter of the research study. A good first sentence\u2014called a narrative hook in literature composition circles\u2014would create reader interest through the use of stating timely topics, advancing a key controversy, using numbers, or citing a leading study. I would stay away from quotes for the first sentence because they not only often require the reader to focus in on the key idea of the quote, but they also need appropriate lead-in and lead-out features. Proceed beyond the first sentence to advance a general discussion about the topic being addressed in the study.<br \/> 2. Discuss the research problem or issue that leads to a need for the study. Readers simply need to be told about the issue or concern that you plan on addressing in your qualitative project. Another way to frame the research problem is to view it as an argument as to why the topic you wish to study matters. In this way you can present to the reader the study\u2019s importance (Ravitch &amp; Riggan, 2012). Research methods books (e.g., Creswell, 2012; Marshall &amp; Rossman, 2010) advance several sources for locating research problems. Research problems are found in personal experience with an issue, a job-related problem, an advisor\u2019s research agenda, or the scholarly literature. I like to think about the research problem as coming from \u201creal life\u201d issues or from a gap in the literature, or both. \u201cReal life\u201d problems might be that students struggle with their ethnic identity given the demands of friends, family, and schools, such as in Chan\u2019s (2010) study (see Appendix B). Individuals struggle to make sense of the disease of AIDS\/HIV (Anderson &amp; Spencer, 2002; see Appendix C). The need for a study also comes from certain deficiencies or gaps in the existing scholarly literature. Authors mention these gaps in \u201cfuture research\u201d sections or in \u201cintroductions\u201d of their published studies. As suggested by Barritt (1986), the rationale is not the discovery of new elements, as in natural scientific study, but rather the heightening of awareness for experiences, which has been forgotten and overlooked. By heightening awareness and creating dialogue, it is hoped research can lead to better understanding of the way things appear to someone else and through that insight lead to improvements in practice (Barritt, 1986, p. 20). Besides dialogue and understanding, a qualitative study may lead to an in-depth understanding, fill a void in existing literature, establish a new line of thinking, lift up the voices of individuals who have been marginalized in our society, or assess an issue with an understudied group or population.<br \/> Figure 6.1 Sample Research Problem Section (Introduction) to a Study<\/p>\n<p>(Adapted from McVea, Harter, McEntarffer, &amp; Creswell, 1999)<br \/> 3. Briefly summarize the recent evidence, the scholarly literature that has addressed this research problem. Has anyone directly studied this problem? Or has anyone studied this problem in a general sense or by discussing a closely related topic? Although opinions differ about the extent of literature review needed before a study begins, qualitative texts (e.g., Creswell, 2012; Marshall &amp; Rossman, 2010) refer to the need to review the literature so that one can provide the rationale for the problem and position one\u2019s study within the ongoing literature about the topic. I have found it helpful to visually depict where my study can be positioned into the larger literature. For example, one m<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Assignment 1: Application\u2014Using Grounded Theory Using your identified phenomena from Module 1, create a qualitative research design using the grounded theory approach. Identify the following: 1. Research question 2. Sample 3. Data collection method (interview, survey, observation, etc.) Post your <a href=\"https:\/\/www.benedictsol.com\/blogs\/application-using-grounded-theory\/\" class=\"read-more\">Read More &#8230;<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-182665","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/182665","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/comments?post=182665"}],"version-history":[{"count":0,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/182665\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/media?parent=182665"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/categories?post=182665"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/tags?post=182665"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}